Music group students' mathematics process ability (model, strategy, application) improved significantly across the intervention, with large effect sizes¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Repeated-measures ANOVA across 15 MSA tests showed statistically significant improvement in all three mathematics process ability areas, with η² from 0.57 to 0.68. → Song A. An 2015

Evidence¶

Song A. An 2015¶

Song A. An, and Daniel A. Tillman. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45-60. https://eric.ed.gov/?id=EJ1107839

q3 · i3 · causal · r1

Repeated-measures ANOVA (used because the small sample did not allow MANOVA) of 15 model-strategy-application tests given to the 28 music group students. Overall F = 72.73, p < 0.001, η² = 0.68; model η² = 0.67, strategy η² = 0.57, application η² = 0.58 (Table 4).

"Large effect sizes were found in students’ mathematics process ability tests before and after the intervention in all three mathematics process ability areas with η² from 0.57 to 0.68."

Discussion¶

Related Claims¶

• Descriptive results suggest the gap between high-achieving and low-achieving students narrowed during the music-mathematics intervention — related
• Repeated measures ANOVA shows significant time-of-testing effect and significant time-by-group interaction on word-problem scores — related